Career Development Learning and Sustainability Goals: Considerations for Research and Practice

Foreword
	References
Contents
Contributors
1 Introduction to Career Development Learning and Sustainability Goals: Considerations for Research and Practice
	1.1 Introduction
	1.2 Career Development Learning
		1.2.1 The Language of Careers
		1.2.2 The Concept of Career Development Learning
		1.2.3 Application of CDL in This Volume
	1.3 Sustainable Development Goals
		1.3.1 Positioning CDL within the Sustainable Development Goals
		1.3.2 Methodologies for Researching Within an SDG Framework
	1.4 Context of Australian Career Development
		1.4.1 Career Education Policy and Priority in Australia
		1.4.2 The Role of the Career Adviser
		1.4.3 Inequities in Australian Career Provision
	1.5 Overview of the Volume
		1.5.1 Partnership and Collaborations in CDL Research
		1.5.2 Innovative Research Methods in CDL Research
	References
Partnerships and Collaborations in CDL Research
2 Partners in Career Education: Exploring Collaboration Between Universities, Schools, Industry, Communities And Vocational Education Providers in Developing Best Practice Career Approaches
	2.1 Introduction
	2.2 Rationale for Partnership Approaches
		2.2.1 Partnership in the CDL Context
		2.2.2 Characteristics of Effective Partnership Practice
			2.2.2.1 Shared Purpose
			2.2.2.2 Networks and Networking
			2.2.2.3 Capacity for Partnership
			2.2.2.4 Trust
	2.3 Partnerships as a Research Tool
	2.4 Methodology
	2.5 Processes for Conducting CDL Research in Partnership
		2.5.1 Strategies for Co-designing the Direction of CDL Research
		2.5.2 Integrating Reflective Practices into CDL Research Practices
	2.6 Benefits of Conducting CDL Research in Partnership
		2.6.1 Student-Centred and Place-Based Approach to CDL
		2.6.2 Continuity of CDL
	2.7 Conclusion
	Acknowledgements
	References
3 Co-Creating End-To-End Student Experiences in Career Development Learning
	3.1 Introduction
	3.2 Institutional Strategies to Support Student Employability
	3.3 Overview of User Experience Design
		3.3.1 Step 1. Empathise
		3.3.2 Step 2. Research
		3.3.3 Step 3. Design
		3.3.4 Step 4. Pilot
		3.3.5 Step 5. Continuous Improvement (CI)
	3.4 Discussion and Conclusion
	Acknowledgements
	References
4 Using Community-Based Participatory Research in Rural Career Development Learning Partnerships
	4.1 Introduction
	4.2 Influences on the Career Decisions of Rural People
	4.3 Community-Based Career Development Learning Partnerships
	4.4 Community-Based Participatory Research
	4.5 The ‘Key Influencers’ Project
		4.5.1 Using CBPR in Rural Career Development Learning Partnerships
		4.5.2 Research Design
	4.6 Key Learnings From CBPR to Inform CDL Research
		4.6.1 The Importance of Understanding Local Context and Strengths
		4.6.2 Recognising and Utilising Local Resources and Community Expertise
		4.6.3 Flexibility and Adjustment
	4.7 Conclusion
	Acknowledgements
	References
Innovative Methodologies in CDL Research
5 “I Don’t Feel Anxious [Talking] to You”: Inclusive Methodologies for Researching the Educational and Vocational Experiences of University Students with Disability
	5.1 Introduction
	5.2 Researching University Students with Disability
	5.3 Virtual Research Methods
	5.4 The Study
		5.4.1 Background
		5.4.2 Study Overview
		5.4.3 Methodology
	5.5 Findings and Discussion
		5.5.1 The Importance of Flexible, Responsive Participant Recruitment and Communication
		5.5.2 Video Interviews as Accessible Methods for Students with Chronic Health Issues
		5.5.3 Provision of Multiple, Diverse and Creative Options for Increased Participation and Quality Data
	5.6 Recommendations for CDL Research with Students with Disability
	5.7 Conclusion
	Acknowledgements
	References
6 Linking Diverse Datasets to Inform Career Development Learning for Students from Low SES Backgrounds
	6.1 Introduction
	6.2 The Impact of the Changing Nature of Work on Secondary Students’ Entry into Work
	6.3 Career Education and Australian Schools
	6.4 Methodological Approach
		6.4.1 Social Cognitive Career Theory
		6.4.2 Framework of Interrelated Inquiries
			6.4.2.1 Inquiry 1: LSAY and School-Based Career Influencers
			6.4.2.2 Inquiry 2: Employability Self-Assessment and University Datasets
			6.4.2.3 Inquiry 3: The Student Voice
	6.5 Methodological Challenges
		6.5.1 The Value of Networks
		6.5.2 Facilitating an Authentic Student Voice
	6.6 Benefits of the Methodological Approach: The Silver Lining
	6.7 Conclusion
	Acknowledgements
	References
Untitled
7 Supporting Equity Students’ 21st-Century Career Construction Needs Out-Of-The-Box Approaches
	7.1 Introduction
	7.2 Revitalising Approaches to CDL Research
	7.3 Project Summaries
		7.3.1 WP-CDL Project 1
		7.3.2 WP-CDL Project 2
		7.3.3 WP-CDL Project 3
	7.4 Learnings from the Case Projects
		7.4.1 Approaches to Project Funding
		7.4.2 Approaches to Project Team Worldviews
		7.4.3 Approaches to Research Ethics
		7.4.4 Approaches to Evaluation and Research Impact
		7.4.5 Approaches to Theory and Theoretical Model Development
		7.4.6 Approaches to Methodologies
		7.4.7 Approaches to Methods
		7.4.8 Approaches to Equity Group Research Methods
		7.4.9 Approaches to Utilising Secondary Data
			7.4.9.1 Approaches to Primary Data Collection
	7.5 Opportunities for CDL Researchers
	7.6 Summary
	Acknowledgements
	References
8 “It’s Very Reflective, Looking Back on What Decisions Were Made and Where the End Result Kind of Came from”: Visual Mapping in Career Development Learning Research
	8.1 Introduction
	8.2 Visual Mapping as a Research Method
	8.3 The Benefits of the Visual Mapping Method for CDL Research
	8.4 The Challenges of the Visual Mapping Method for CDL Research
	8.5 The Study
		8.5.1 Background
		8.5.2 Study Overview
		8.5.3 Methodology
	8.6 “I’m Looking at the Images as I Talk”: The Benefits of the Visual Mapping Method
		8.6.1 The Expansive Nature of Visual Mapping
		8.6.3 The Supportive Influence of Visual Mapping
	8.7 “This is Actually Hard”: The Challenge of Variable Participant Engagement with the Method
	8.8 Maximising the Potential of the Visual Mapping Method
	8.9 Conclusion
	Acknowledgements
	References
9 Ethical, Methodological and Practical Considerations When Researching Children’s Perspectives of Career Education Programmes
	9.1 Introduction
	9.2 Ethical and Methodological Considerations
		9.2.1 Ethical Considerations
		9.2.2 Methodological Considerations
	9.3 Novel Research Methods
	9.4 The Study
		9.4.1 Background
		9.4.2 Study Overview
		9.4.3 Method
	9.5 Methodological and Ethical Adaptations
		9.5.1 Informed Assent
		9.5.2 Reducing Power Imbalances
		9.5.3 Child Participant Engagement and Communication of Voice
	9.6 Suggestions for Effective Career Education Research with Children
	9.7 Conclusion
	Acknowledgements
	References
10 Ensuring Equitable and Inclusive Career Development Learning Research: Provocations and Practical Lessons
	10.1 Introduction
	10.2 Partnership and Collaboration
		10.2.1 Provocations
		10.2.2 Practical Implications
	10.3 Innovative Research Methods
		10.3.1 Provocations
		10.3.2 Practical Implications
	10.4 Localising Global Sustainability Goals
	10.5 Final Thoughts
	References